Classroom-interaction-and-teacher-talk教师话语

ClassroomInteractionandTeacherTalkContents1.Classroominteraction1.1Theimportance1.2Functions2.Teachertalk2.1Thebackground2.2Definitions2.3Theoreticalbases2.4Features3.Typesofclassroomresearch4.Studiesathome5.Suggestions6.References1.Classroominteraction1.1Theimportance•Walsh(2002)pointsoutthatteachersuseadequatelyconversationallanguage,whichcanbegoodforimprovingstudents’degreeofparticipatingclassroomandcreatingmorelearningopportunitiesforstudents.•ChengXiaotang(2009):anotherimportantfunctionofinteractioninlanguageclassroomisinformationcommunication.1.2FunctionsofClassroominteraction(1)improveparticipation;(2)constructmeaningwhennegotiatingofmeaning;(3)exchangeinformation;(4)experiencetheuse,understandthemeaning,andconcernaboutlanguageform.2.Teachertalk2.1.Thebackgroud•Itdemandsthatteachersshoulduseadequateteachertalktopromoteclassroominteractionandincreaselearners’languageoutput,thustocontributetosecondlanguageacquisition.(MinistryofEducationpromulgatedOutlineoftheBasicCurriculumReformonJune8thin2001)•Kraker(2000)pointedoutthattheclassroomteachertalkisoneoftheimportantwaystostudytheeffectofclassroomteaching.2.2Definitions•Deyun&PanLongming(2000):EnglishteachertalkiscomposedofclassroomEnglish,instructionEnglish,teacher-studentinteraction,andteacherfeedbackEnglish,whichcanbeusedtoteachlinguisticknowledge,guideclassroomcommunicationandorganizeclassroomactivities.Englishteachertalkischaracterizedbysimplificationandclarification.•ChenQiuxian(2007):teachertalkisthelanguageusedbytheteachersintheclassroomorganizationandclassroominstruction.•Inourparts:Teachertalkisthelanguageusedbyteacherstoleadstudentsinclassroomsituation,instructlanguageknowledge,organizeclassroom,raisequestions,correcterrors,andgivefeedbacktostudentsintheteachingprocess.2.3Theoreticalbasesofteachertalk•Long’sInteractionHypothesis•Time:1983•InteractionHypothesis,inwhichheproposessomebasicdefinitions—two-waycommunication,negotiationofmeaning,andinteractivemodification.•Longdivideslanguagecommunicationintoone-waycommunicationandtwo-waycommunication,whichreferstothelanguagecommunicationparticipatedbybothsides.IRFModel•Sinclair&Coulthard•Time:1975•Initiation-Response-Feedback/Follow-up•IRFR:Initiation-Response-Feedback-Response•IR[I1R1(I2R2)]F:指的是学生对教师的发问作出反后,教师对学生的不确切或不正确的回答,如此几次,教师再做出信息反馈。•IR1F1/R2F2：即教师发问后，一位或几位学生做出反应，教师对此给予信息反馈，如果这时教师没有迅速转入下一个话题，可能有其他学生对教师起初的发问做出反应，然后教师再一次给予信息反馈，这种结构可以叫做后并列结构。(刘宇慧,2012）2.4FeaturesofteachertalkFeatureMainconclusionsAmountoftalk2/3Functionaldistributionexplain,question,commandandlearnerstorespondRateofspeechslowdownPauseslongerpausesPhonology,intonation,articulation,stressspeakmoreloudly;makethespeechmoredistinctModificationsinvocabularylowertype-tokenratioModificationsinsyntaxshorterutterances;fewermarkedstructures;morestatementsanddeclarativesthanquestionsmodificationsindiscourseself-repetitions3.Typesofclassroomresearch•3.1Descriptiveresearch:(1)Interactionanalysis:usesascheduletocodespecificclassroombehaviours•threedifferenttypes:acategorysystem:eachevent,eachtime;asignsystem:eachevent,onlyonce;aratingscale:frequence.(Long:1980b)(2)Discourseanalysis:describsthekindsofinteractionssystematicallyFocuses:functionandcombinationofindividualutterancesApplication:todevelopcomprehensiveaccountsofspecificareasofdiscourse.(3)Conversationalanalysis(CA):conductsmicro-analysesofclassroomdiscourseandexaminesthesequentialdevelopmentofclassroomtalk.Seedhouse(2004)identifiedfivekeyprinceplesofthemethod:indexicality:backgroundknowledgethedocumentarymethodofinterpretationthereciprocityofperspectives④normativeaccoutability:norms;⑤reflexivity(4)Ethnographyofcommunication:Gaies(1983)gavethreeadvantagesofthetool:itcanaccountforlearnerswhodonotparticipateactivelyinclass;itcanprovideinsightsintotheconsciousthoughtprocessesofparticipants;ithelpstoidentifyvariableswhichhavenotpreviouslybeenacknowledged.3.2Confirmatoryresearch验证性研究•Itistypicallytheory-driven,seekingtocomparedifferentinstructionalapproaches,totestspecifichypotheses,ortoidentifyrelationshipsbetweenpre-determinedvariables.•Itinvolveseitheranexperimentaloracorrelationaldesign.4.Studiesathome•ZhaoXiaohong’s“InvestigationandAnalysisofTeacherTalkinCollegeEnglishReadingClass”inShanghaiJiaotongUniversity(ForeignLanguageWorld,1998)•XieWenyi(2005)analyzedmodificationofteachertalkinpronunciation,speechrate,volume,stress,intonation,andpause,anddiscussedtherelationbetweenthemodificationofteachertalkandclassroominteraction.•FanWenfangandMaJingxiang(2011)madeasurveyofthecharacteristicsofusingIRFmodelinthedifferentstagesofschools.国内英语课堂教师话语研究10年现状与问题（2003-2012）2003—2012年国内l2种外语类核心期刊刊载教师话语论文情况(数据统计)2003-2012年英语课堂教师话语研究论文研究主题分类2003-2012年英语课堂教师话语研究论文研究方法分类2003-2012年英语课堂教师话语研究使用的研究方法情况前5年以理论研究为主，07年以后实证研究有所增长存在问题1.研究数量44篇，以英语课堂教师话语为研究对象的论文并不多.2.研究内容研究课题相对滞后，研究内容重复，广度、深度发掘不够。3.研究对象基本聚焦于大学英语教师课堂话语，对中学英语教师课堂话语研究甚少。4.研究方法实证研究所占比例有待提升.5.suggestions(1)tousediscoursalfeedbackasmuchaspossible;(2)tocapturetopicsstudentsareinterestedin;(3)todecreasethenumberofevaluativefeedbackconcerninglanguag